Diplom-Handelslehrer Ein MARTIN FRENCH Potentials and Barriers of Educational Ein Projects in the Baltic Sea Region 17th of September 2014
Content 1 Linkage of Education Systems > Baltic Education 2 Qualification of Teachers and Trainers > Baltic Educators 3 Interregional Education Networks > Baltic EduNetworks 4 Promoting Entrepreneurship Education > BALTrepreneurs 2
1 Linkage of Education Systems > Baltic Education Baltic Sea Region as Think Tank for Education, Knowledge and Innovation Positive development indicators are mainly: a high education level in many parts, various already cooperating education and research institutions, a well-positioned innovation-oriented medium-sized business sector or many high-tech SME, interregionally cooperating industry networks as well as technology, innovation and start-up centers, a very pronounced establishment of information and communication technologies in business, education and science, already interregionally interrelated labour market systems or structures, a high degree of internationally compatible products and services as well as, in particular, internationally demanded human resources, a dense network of maritime connections, enormous scientific expertise and a strongly pronounced entrepreneurial know-how and interregionally-economic potentials in the forward-oriented sectors Green Technologies and Maritime Industries, twinnings where cities and towns collaborate for a cooperative exchange providing impulses for the development of the Baltic Sea Region as well as, pointed out again, numerous networks and cooperation institutions with a wealth of experience and expertise in transnational or interregional cooperation in fields relevant for civil society, political, economic, scientific and also and foremost education. 3
1 Linkage of Education Systems > Baltic Education Baltic Sea Region as Think Tank for Education, Knowledge and Innovation Baltic Sea Region is able to provide solution strategies for overcoming a multitude of current, globally relevant problems or issues to be faced in the future, here, mainly related to: social and economic threats related to demographic developments, a modern migration and integration policy and, thus, an adequate integrative education policy, combating environmental pollution or the climate change and, thus, saving natural living, education and working spaces, a sustainable, efficient, environmentally save transport and logistics business, an environmentally sound water and energy supply for the population and a peaceful coexistence of different cultures and ethnic groups based on social welfare and security and modern labour market conditions for the people. 4
1 Linkage of Education Systems > Baltic Education Baltic Sea Region as Think Tank for Education, Knowledge and Innovation Guiding themes for a future Baltic Sea Region education policy: prospects Baltic Sea Region changed labour markets quantitative and qualitative bottlenecks increased competition domestic labour potential and immigration holistic education support of persons with learning disabilities and of fast and motivated learners early education priority to quality improvements attractiveness and quality increase in vocational training admission requirements and differentiation opening and permeability of the education system/ recognition of qualifications opening for not qualified staff international (dual) study courses international exchange education and site policy top priority for education policy Source: Hanse Parliament. 5
2 Qualification of Teachers and Trainers > Baltic Educators Educators as main factor of a sustainable Baltic (and European) Educational Area Current situation and development indicators of international teaching and learning environments: educators are more and more forced to handle globalised living, learning and working environments of children, young adults or any other learners educators are teaching in front of classes or groups of learners with different migration backgrounds and socio-cultural, ethnical heterogeneity because of dynamic and complex labour markets educators should be focussed not only on their current job situation but also on possible international job strategies educators are more and more forced to develop intercultural pedagogical competence because they are working in international/intercultural teams of experts, with different socio-cultural backgrounds and ethnical heterogeneity educators, teachers or trainers, have to handle difficult communication processes with parents of their learners, which are not intercultural but monocultural in their habitus, to ensure a functioning teaching and learning process for the learners 6
2 Qualification of Teachers and Trainers > Baltic Educators Educators as main factor of a sustainable Baltic (and European) Educational Area Existing opportunities of international/interregional teaching and learning processes for educators: development and establishment of international/interregional partnerships or partner agreements between schools, companies, universities or other educational institutions development, application, organisation and evaluation of mobility projects and exchange programmes for educators and/ or learners/students, i.e. South Baltic Programme, Baltic Sea Programme, ERASMUS+ subject-, innovation-, problem- or solution-oriented collaboration with international/interregional partners, i.e. in the fields of teaching methods, schools architecture, entrepreneurship education or social media in teaching/learning processes participation in school competitions, i.e. Innovative International Schools or Innovative European Schools development and establishment of International School Days, i.e. in line with the European Day collaboration in education networks in regard to face-to-face relationships and also based on ICT, i.e. via intranet platforms, social media like facebook, google+ etc. or videoconferencing subject-, innovation-, problem- or solution-oriented study visits of educators and learners/students concepts of teaching rotation, where teachers from two countries or regions are teaching in exchange the lessons from the other one for a period of time, i.e. for one semester 7
2 Qualification of Teachers and Trainers > Baltic Educators Educators as main factor of a sustainable Baltic (and European) Educational Area Strategies/requirements - International qualification of teachers: reforming the initial academic training of teachers concerning more flexibility and possibilities for studying abroad and using mobility programmes reforming the initial academic and further training of teachers concerning the flexibility and possibility of completing any practical part (i.e. internships in schools) not only in the own country but also in other Baltic/European countries reforming the initial academic and further training of teachers concerning compulsory and/or optional modules of International Education, also to promote and enhance the mental concept of global citizenship in the minds of the learners/students/teachers reforming the initial academic and further training of teachers concerning the permeability and recognition, crediting and evaluation of different national qualifications and competences (formal non-formal informal) reforming the initial academic and further training of teachers concerning not only outgoing but also incoming strategies, i.e. foreign teacher students take part in initial academic training or teachers in further training in other countries reforming the initial academic and further training of teachers concerning more international staff in the universities for more international education research and development and more intercultural seminars, modules and study programmes 8
3 Interregional Education Networks > Baltic EduNetworks Challenges of cooperating and networking Source: Lent (2014). 9
3 Interregional Education Networks > Baltic EduNetworks Interregional education networks as an instrument of collaboration en route to a Baltic (and European) Educational Area Potentials and barriers of the Baltic Sea area as a collaborating European macro-region There is no standard definition for the term macro-region. Under the EUSBSR the macro-region is an area including territory from a number of different countries or regions associated with one or more common features or challenges. However, that means at a European level, that the number of regions of one macro-region must be significantly smaller than the number of EU member states. Consequently, the EUSBSR understands the macro-regional strategy as a holistic framework, which allows the EU and their member countries to identify needs and exploit available resources in order to ensure that the Baltic Sea Region can benefit from a sustainable ambience and an optimal economic and social development. The objectives of a strategy of this kind depend on the respective region. In general, one can say that the added value is to be created through interventions, which strengthen the key functions of the macro-region. The background for the introduction of a macro-regional strategy is the fact that there are some specific and obvious opportunities and challenges, which can neither be addressed by one region or one country alone but rather through joint action at sectoral level. In addition, overall coordinated actions beyond political fields achieve a higher rate of better results than individual initiatives. This new and integrated style of work across many sectors provides significant chances for specialisation, co-operation and higher performance capability, e.g. in networks. Furthermore, it is assumed that solutions within smaller groups of countries facilitate the path for a better cohesion at an overall European level. Source: Lent (2014). 10
3 Interregional Education Networks > Baltic EduNetworks Interregional education networks as an instrument of collaboration en route to a Baltic (and European) Educational Area Recommendations for implementing Baltic education networks At European level: to promote networking relations, such as under the key action 2 "Cooperation and strategic partnerships" in the new EU programme Erasmus+. At national level: to facilitate co-operation through removing bureaucratic obstacles. At regional level: to recognize the potential of interregional co-operation. At institutional level: to shield institutional logics in favour of an overarching aim, e.g. the use of human resources through better educational opportunities for young people. At individual level: in particular motivation and the willingness to co-operate. Source: Lent (2014). 11
4 Promoting Entrepreneurship Education > BALTrepreneurs The Baltic Generation WHY for more entrepreneurial thinking and acting Entrepreneurship/enterprise education interventions provide a considerable added value in many ways: Through awareness raising and familiarising young people with entrepreneurship as a valuable career path, it promotes positive attitudes towards entrepreneurship and thus a higher acceptance and legitimation in society in the long run. Providing pupils and students with entrepreneurial skills, attributes and behaviours has a positive effect on a young person s decision to engage in entrepreneurial activity. Thus it increases the number of so-called Preentrepreneurs (potential or would-be entrepreneurs). Enterprise education interventions therefore have probably the biggest impact on the generation of potential future young entrepreneurs. Entrepreneurial skills and attitudes are also increasingly important to cope with today s changing of career patterns. Thus it improves young peoples general employability on today and tomorrow s labour markets. Furthermore, it can be expected that a successful enterprise education will create further demands in other areas outside the school (finance, regulations etc.), that can lead to further initiatives and support programmes, catered to the specific needs of young people and entrepreneurs. Providing young people with the right attitude and the necessary tools will enable them to overcome many of the existing barriers to entrepreneurship themselves. Finally, enterprise education does not imply or cause direct crowding-out effect, as some other active policy measures (like financial subsidies and grants) might do. Source: Schoof (2006). 12
4 Promoting Entrepreneurship Education > BALTrepreneurs The Baltic Generation WHY for more entrepreneurial thinking and acting Barriers to entrepreneurship or entrepreneurial thinking and acting can be divided into three categories: I) Individual entrepreneurship barriers encompass the following aspects: 1. Family: may play an important role in developing confidence, creating new ideas in the family and determining children s career path. 2. Education: experienced and well-trained entrepreneurs are believed to lead the most profitable business. II) Organizational barriers include the following types: 1. Financing: attracting and providing funds to start up a small business is a crucial hurdle for the majority of new entrepreneurs. 2. Physical resources: tangible assets necessary for production of products and provision of services. 3. Marketing: new companies face the setback of lack of customers. III) Environmental barriers include the following types: 1. Socio-cultural factors: attitudes, values and norms shape the culture that governs conduct and development, progress and innovation. 2. Rules and regulations: some tenors of labour law and current (intern)national regulations may create a couple of barriers on the development of entrepreneurship (education). Source: Stamboulis/Barlas (2014). 13
4 Promoting Entrepreneurship Education > BALTrepreneurs The Baltic Generation WHY for more entrepreneurial thinking and acting Methods of entrepreneurship education for educators: discussing (with students) about topical economic news and about ones actions effecting to financial issues discussing (with students) about entrepreneurship connected to subject using materials about entrepreneurship as added teaching material (i.e. entrepreneurship stories) guiding students how to manage with their money discussing about entrepreneurship connected to students hobbies guiding students to establish school companies, to make a business plan and utilize a variety of different experts for that motivating students to write an essay/ to make a presentation about entrepreneurship facilitating students projects (events, exhibition, newspaper, video etc.) organizing teaching together with entrepreneurs organising study visits to companies organizing a project based on/ connected to workinglife/ requirements of the labour market enabling students to create marketing materials for partner companies organizing a theme day/ an entity connected with entrepreneurship organizing visitors from a companies organizing job fairs in schools organizing/ taking part in competition connected to entrepreneurship using entrepreneurship games Source: Pihkala/Ruskovaara/Seikkula-Leino/Rytkölä (2011). 14
Thank you very much for your attention! Contact details: Dipl.-Hdl. MARTIN FRENCH Anschrift: University of Rostock Chair for Business, Economics and Entrepreneurship Education Ulmenstraße 69 (Building 1), D-18057 Rostock Phone: +49 (0) 381 498 4557 Mobile: +49 (0) 152 54 20 75 68 Fax: +49 (0) 381 498 4562 Email: martin.french2@uni-rostock.de Web: http://www.wiwi.uni-rostock.de/bwl/wip/ (Chair) http://www.cohab.eu (COHAB Project) http://cohabteaches.blogsport.com (COHAB Weblog) https://plus.google.com/communities/108900137004270573322?hl=de&partnerid=gplp0 (google+ BALTIC SEA TEACHING ) 15